Troubles psychiques, déficience intellectuelle et scolarisation en milieu ordinaire

A significant movement for school integration of children with disabilities exists in France for twenty years. It also focuses on children who present with mental disorders with or without intellectual retardation. The authors propose some definitions and historical and lawful reference marks, and a quantitative and qualitative inventory (given quantified available). Then they successively approach the place of care in the integration process, its limits, and finally the evaluation. The current methods of integration in France, the place and role of the various actors (in particular within the care and school contexts) are described and discussed. Current dynamic aspects, recent advances, new legal texts on disability and European concepts should favour an integration progressively and increasingly inclusive and individualized.